Date Approved


Embargo Period


Document Type


Degree Name

M.A. in Learning Disabilities


Interdisciplinary and Inclusive Education


College of Education


Urban, Stanley


Elementary school teachers--Attitudes; Hyperactive children--Behavior modification; Hyperactive children--Education; Inclusive education


Disability and Equity in Education


With so many school-age children being identified ADHD or ADD, many teachers as well as administrators feel ill-prepared to handle these students in their classrooms. The purpose of this study was to determine procedures teachers use effectively to manage ADHD students' behavior in their classrooms. It was also used to determine if a differential relationship exists between the willingness of upper elementary teachers and lower elementary teachers to accommodate ADHD students in their classrooms.

Forty-five teachers completed a survey to determine how frequently specific strategies were used and their perception of the effectiveness of these strategies. The teachers identified how frequently they used a strategy by circling a number on a 3-point likert scale (1=almost or not at all to 3=very often). Then they identified how effective the strategy was by also using a 3-point likert scale (1=not at all effective to 3=very effective). The teachers were also asked to respond, by circling "Yes" or "No," to a statement about making accommodations for ADHD students with consultative assistance and specific intervention techniques.

The most frequently used and most effective intervention for managing the ADHD students' behavior was the use of structure (schedules, posted rules, and expectations). A greater proportion of upper elementary teachers would accommodate mild to moderate ADHD students in their classrooms when given consultative assistance and specific intervention techniques than lower elementary teachers.